This study investigated the conceptual pathways of 19 Grade 11 introductory chemistry students (age 16–17) as they participated in a multirepresentational instruction on the particulate nature of matter (PNM). This study was grounded in contemporary conceptual change theory, in particular, research on students' conceptual pathways that focuses on the interaction between students' existing conceptions and instruction, which might give rise to observing multiple paths. This mixed method study combined a quantitative research design with qualitative data collection and analysis methods. Data were collected through open‐ended questionnaires, interviews, and document analysis to portray the patterns of students' conceptual pathways of the PNM from pre to postinstruction to 3 months after the instruction. An interpretive analysis of the qualitative data revealed six different conceptual pathways varying between radical progress and no additional progress (stable) after the multirepresentational instruction and between stable (no change) and full decay over a 3‐month period following the instruction. The identified patterns of conceptual pathways provide information about the manner in which conceptual change occurred, as well as suggest potential implications for instructional practices. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1004–1035, 2010

No abstract

This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in genetics instruction; and (3) suggests a modified concept mapping assessment tool for both NOS and GCK. A quasi-experimental control group research design was utilized with pretests, posttests, and delayed posttests, combining qualitative data and quantitative data. The experimental group was taught with historical curricular lessons, while the control group was taught with non-historical curricular lessons. The results indicated that students in the experimental group developed better understanding in targeted aspects of NOS immediately after the intervention and retained their learning 2 months after the intervention. Both groups developed similar genetics knowledge in the posttest, and revealed a slight decay in their understanding in the delayed posttest.

International assessments have revealed that students in numerous nations lack scientific reasoning skills. Science teachers who support students’ scientific skill development through the use of authentic practices provide students with tools needed for success in future science courses. Teachers training focused on pedagogy that supports student scientific reasoning development is particularly important as some studies have also suggested that pre-service teachers have a tendency to display a lack of scientific reasoning skills. Additionally, few studies exist that assess teachers’ scientific reasoning skills, including the effectiveness of professional development to strengthen teacher scientific reasoning abilities over time. To help fill this gap, this study examines the effects of a Modeling Instruction in a biology workshop on teachers’ scientific reasoning skills. In addition to teacher interviews, focus groups, and writing samples, data from Lawson’s Classroom Test of Scientific Reasoning (LCTSR) were collected from teachers before and after the workshop. The results suggest that the three-week Modeling Instruction in the biology workshop contributed to gains in in-service teachers’ scientific reasoning, and thus provides evidence that the teachers in this study are more prepared to help develop similar skills with their own students as they engage in the Modeling Instruction curriculum.

Attachment theory is becoming increasingly influential across health and social care fields in providing explanations of individuals' capacities to achieve effective support, close partner relationships and good parenting of their own and others' offspring. Adoption and fostering services were among the first to use attachment theory to inform evidence-based practice. While it has been used for the assessment of parenting capacity and attachment insecurity in children, there has been little parallel development of standardised assessments for carers, especially in terms of partner relationship, close support figures and ability to access support. This is a critical element in determining suitability for adoption and fostering carer roles and post-placement support. The Attachment Style Interview (ASI — Bifulco et al, 2002a,b) provides such a tool and concurs with requirements identified for carers in DfES Practice Guidance (Department for Education and Skills, 2006). Antonia Bifulco, Catherine Jacobs, Amanda Bunn, Geraldine Thomas and Karen Irving explain the research background to the ASI and describe its growing use in the adoption and fostering assessment process. They also discuss the importance of using evidence-based and standardised assessment tools to maximise effective practice.